Civics or Citizenship Education Standards and … as an integral element of good citizenship." The framework provides opportunities for student participation in school and community

Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org

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Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org

Civics or Citizenship Education Standards and Curriculum Frameworks

September 2010

This report highlights selected state standards and/or curriculum frameworks with an explicit link to civics or citizenship education.

State standards include civics or citizenship education

Curriculum frameworks include civics or citizenship education

Alabama Alabama Social Studies Course of Study includes content standards for representative democracy, law, personal economics and civic responsibility, which includes language about (1) "civic problem-solving" including identifying a problem, gathering information, generating possible solutions, developing and implementing an action plan; and (2) evaluating the responsibilities of citizens, including civic responsibilities such as obeying the law, paying taxes, being informed, participating in the political process through such activities as voting, working in a campaign, holding office, attending rallies, writing letters and petitioning. Students are also expected to discuss the influence of the media on voters and consumers. 7th-grade focus is on citizenship; 12th-grade focus is on American government.

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Social Studies Course of Study prescribes a course sequence that includes one semester on Citizenship at grade 7 and one semester on American Government at grade 12. The Course of Study (the standards) encompasses four program goals that lead toward civic responsibility: historical, geographic, economic and political literacy. The Course of Study includes a position statement supporting the use of service-learning.

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Alaska Content standards adopted for listed subjects which include government and citizenship. (04 AAC 04.140) Government and Citizenship Content Standards (not grade-level standards) include language about participatory skills such as discussing public issues, building consensus, becoming involved in political parties and campaigns, voting, recognizing the value of community

In 1994, the Alaska Board of Education adopted standards for the social studies disciplines of government/citizenship, geography and history. "Regardless of discipline designation, all of the social sciences share essential characteristics and relate to three organizing principles, one of which is Civic Competence and Global Stewardship: All are concerned with civic

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service. Alaska's Performance Standards/Grade Level Expectations for Alaska History are divided into four central themes, one of which is "Individual Citizenship, Governance and Power." Alaska History Standards are aligned with existing Alaska Content Standards for social studies.

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competence and global stewardship. This principle encompasses concerns for oneself, others, and the environment as expressed through active and informed participation in public issues." Alaska Department of Education and Early Development, Social Studies Framework, Chapter 3: Content.

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Arizona Civics and Government Strand of the Social Studies Standard: "The goal of the civics strand is to develop the requisite knowledge and skills for informed, responsible participation in public life; to ensure, through instruction, that students understand the essentials, source, and history of the constitutions of the United States and Arizona, American institutions and ideals (ARS 15-710). Students will understand the foundations, principles, and institutional practices of the United States as a representative democracy and constitutional republic. They will understand the importance of each person as an individual with human and civil rights and our shared heritage in the United States. Students will understand politics, government, and the responsibilities of good citizenship. Citizenship skills include the capacity to influence policies and decisions by clearly communicating interests and the ability to build coalitions through negotiation, compromise, and consensus. In addition, students will learn that the United States influences and is influenced by global interaction." Adopted by State Board of Education 9/26/05 and updated 5/22/06.

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No

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Arkansas Content Standards for the K-8 Civics Strand of the Social Studies Curriculum Framework focus on Government and Citizenship. Citizenship is one of the strands in the grades 9-12 Social Studies Curriculum Frameworks for Civics for Core Curriculum, Civics and Civics/American Government courses. All

One of the strands in the K-8 Social Studies Curriculum Framework is civics, under which are two standards. Government: Students shall develop an understanding of the forms and roles of government, and Citizenship: Students shall develop an understanding of the rights and responsibilities of citizens.

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three courses include examination of the "importance of civic participation in the democratic process."

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Standards in the Citizenship strand of the Civics and Civics/American Government courses: Students shall examine citizenship and examine the rights, responsibilities, privileges and duties of citizens.

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California The introduction to the California History-Social Science Content Standards refers to "the rights and obligations of citizenship." Emphasis within the standards is on understanding, analyzing and explaining the functions and structures of government and the political process, and not on practicing citizenship skills beyond the classroom.

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The California History-Social Science Framework is based on the California History-Social Science Content Standards. The framework encourages discussion of controversial issues; emphasizes the importance of "the application of ethical understanding and civic virtue to public affairs," including "the individual responsibility and behavior that create a good society [and] the individual's role in how society governs itself"; and encourages "the development of civic and democratic values as an integral element of good citizenship." The framework provides opportunities for student participation in school and community service programs and activities and also includes an appendix on service-learning.

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Colorado The social studies standards "outline the knowledge and skills needed to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world." Standard 4 is Civics. "Civics teaches students the complexity of the origins, structure, and functions, of governments; the rights, roles and responsibilities of ethical citizenship; the importance of law; and the skills necessary to participate in all levels of government." (Colorado Academic Standards, Social Studies, Adopted December 2009)

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The Colorado Academic Standards include Prepared Graduate Competencies, High School and Grade Level Expectations, Evidence Outcomes, and 21st Century Skills and Readiness Competencies. Prepared Graduate Competencies in the Civics standard are: 1) "Analyze and practice rights, roles, and responsibilities of citizens," and 2) "Analyze the origins, structure, and functions of governments and their impacts on societies and citizens."

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Connecticut Contained within social studies curriculum framework.

Civics and government K-12 content standards: (5) Students will apply knowledge of the U.S. Constitution, how the U.S. system

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rev. 09/2008 of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions. (6) Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life. (7) Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority. (8) Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation. The framework includes performance standards for K-4, 5-8 and 9-12 under each content standard.

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Delaware The introduction to the content standards in the State of Delaware Social Studies Curriculum Framework includes the statement, "The unifying objective of this course of studies is preparing young people to become informed and active citizens, who accept their responsibilities, understand their rights, and participate actively in society and government." There are four standards, relating to government, politics, citizenship and participation, with grade-cluster-specific expectations for each, and sample activities: 1. Students will examine the structure and purposes of governments with specific emphasis on constitutional democracy. 2. Students will understand the principles and ideals underlying the American political system. 3. Students will understand the responsibilities, rights, and privileges of United States citizens. 4. Students will develop and employ the civic skills necessary for effective, participatory citizenship.

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Delaware has end-of-grade cluster benchmarks and performance indicators for each grade span, in addition to sample questions and activities in the content standards.

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District of Learning Standards "integrate the four major Learning Standards "define the knowledge,

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Columbia disciplines of history, geography, economics, and politics and government. They are not presented in separate strands, although grade 6 focuses on geography and grade 12 focuses on government, including U.S. and Washington, DC, governments." For example, in grade 2, "Students describe the rights and responsibilities of citizenship." In grade 8, "Students understand the foundation of the American political system and the ways in which citizens participate in it."

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concepts and skills that students should acquire at each grade level." Social Studies K-8 Learning Standards cover four main areas: history, geography, economics and civics. In each grade, students focus on different ideas within the main areas. The Standards and Learning Activities for K-8 include a Broad Concept, performance standards and examples of classroom activities.

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Florida The Sunshine State Standards are benchmarked at pre-K-2, 3-5, 6-8 and 9-12. Includes two "Government and the Citizen" standards at each grade span. Standard #2 is: "The student understands the role of the citizen in American Democracy." The standards also include social studies grade-level expectations for grades K-8.

The State Board of Education must review the Sunshine State Standards and replace them with the Next Generation Sunshine State Standards by December 31, 2011. "Social studies standards must establish specific curricular content for, at a minimum, geography, United States and world history, government, civics, economics, and humanities. The standards must include distinct grade level expectations for the core content knowledge and skills that a student is expected to have acquired by each individual grade level from kindergarten through grade 8. The social studies standards for grades 9 through 12 may be organized by grade clusters of more than one grade level." (Fla. Stat. § 1003.41)

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There are suggested course descriptions for 6th-12th grade basic and exceptional education in social studies that include civics, government and politics, "The American Political System: Process and Power," etc.

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Georgia Georgia has revised their former content standards into the Georgia Performance Standards. "The performance standard incorporates the content standard and expands upon it by providing three additional

Curriculum maps are an instructional plan, a collection of unit frameworks, performance tasks, examples of student work and teacher commentary. Curriculum maps organize the standards for a course around unit focuses.

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items: suggested tasks, sample student work, and teacher commentary on that work. Performance standards provide clear expectations for assessment, instruction, and student work." The standards are organized around strands of history, geography, civics and economics. Standards are grade-specific kindergarten through grade 8, then course-specific for grades 9-12. Standards in American Government/Civics address such topics as constitutional government, roles, separation and powers of the three branches of government, civil rights and liberties, participation in civic life and the United States Congress.

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Under each unit focus, there are connecting themes (for example, Distribution of Power) that are used to tie units together. Units are connected with large, enduring themes (for example, "The student will understand that distribution of power in government is a product of existing documents and laws combined with contemporary values and beliefs.")

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Hawaii Social Studies content standards include: "Standard 4: Political Science/Civics: Governance, Democracy and Interaction—Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives." "Standard 5: Political Science/Civics: Participation and Citizenship—Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action."

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Benchmark Maps are intended for use with the Hawaii Content and Performance Standards. The state benchmark maps are a quarterly sequence of clustered benchmarks to be covered within a grade level or course.

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Idaho The five standards for Social Studies include a dedicated K-12 standard for Civics and Government and another for Global Perspectives with articulated learning objectives for all grades / social studies courses.

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No

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Illinois Illinois Learning Standards Goal 14: "Understand political systems, with an emphasis on the United States." Under the goal are 6 Learning Standards, each linked to 5 developmentally-appropriate performance

Learning Benchmarks are included in the standards framework. "In general, benchmarks for the early grades represent basic skills. Later benchmarks building complexity and rigor from one level to the

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standards (Learning Benchmarks). Students who meet the standards understand "basic principles of the United States government," "the structures and functions of the political systems of Illinois, the United States, and other nations," "election processes and responsibilities of citizens," "the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations," "United States foreign policy as it relates to other nations and international issues," and "the development of United States political ideas and traditions."

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next, culminating in deep understandings demonstrated through complex performances." For example, the Early High School framework for Standard C, Understand election processes and responsibilities of citizens, is "Describe the meaning of participatory citizenship (e.g. volunteerism, voting ) at all levels of government and society in the United States."

The Illinois Learning Standards are supplemented with Social Science Performance Descriptors for grades 1-5 and 6-12, classroom assessments and samples of student work to help teachers align curriculum to the ILS. The classroom assessments include such topics as "democracy is cool," "solving environmental problems," "civic and personal responsibilities," "public policy and the government," "interpreting political cartoons," and "defending political positions."

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Indiana For the classes of 2009 and 2010, the General High School Diploma requires 4 credits in social studies, including 2 in United States history and 1 in U.S. government. (511 IAC 6-7-6.1)

Beginning with the class of 2011 and beyond, students must complete requirements for the Core 40 or the Core 40 with Academic Honors Diploma. To graduate with less than Core 40, a formal opt out process must be completed. Both the Core 40 Diploma (511 IAC 6-7.1-5) and the Core 40 with Academic Honors Diploma (511 IAC 6-7.1-6) require 6 credits of social studies, including 2 credits in United States history and 1 in U.S. government.

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No

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Iowa "On April 25, 2008, the Iowa legislature approved mandating the Iowa Core

The Iowa Social Studies Core Curriculum is structured around five core social studies

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Curriculum for all students in grades 9-12 by 2012 and grades K-8 by 2014. The Iowa Core Curriculum (also known as Model Core Curriculum) provides local school districts and nonpublic schools a guide to delivering instruction based on consistent, challenging and meaningful content to students. The curriculum identifies the essential concepts and skill sets for literacy, mathematics, science and social studies, as well as 21st century learning skills (civic literacy, financial literacy, technology literacy, health literacy, and employability skills)." Iowa Department of Education

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content areas, one of which is Political Science/Civic Literacy. For each area, knowledge and skills have been identified and defined in terms of detailed understandings that students should be able to apply. For example, Political Science/Civic Literacy includes the rights and responsibilities of citizenship and the value of civic action, study of the Constitution and local, state and federal governments, and law and public policy.

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Kansas Mission Statement: "The Kansas Standards for History and Government, Economics and Geography enable students to actively participate as informed citizens, to build a foundation of continuous knowledge, to acquire a working knowledge and understanding of these disciplines, and to enrich their lives." Kansas Curricular Standards for History and Government, Economics and Geography include standards, benchmarks and indicators. The Standard and Benchmarks are the same for all grades, with grade-appropriate Knowledge and/or Application Indicators by grade level. The Civics-Government Standard deals with "governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy." Benchmarks cover the rule of law, shared ideals and diversity of American society, the U.S. constitution, active civic participation and various systems of governments.

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Kansas Curricular Standards for History and Government, Economics and Geography include a curricular framework. The "document focuses on knowledge and skills related to the human experience and is intended as a framework for curriculum, instruction, assessment, and teacher preparation." Indicators are marked if they are included on the Kansas Social Studies Assessment.

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Kentucky Kentucky's social studies standards are contained in the High School Program of Studies for Social Studies and are organized around five strands, one of which is Government and Civics: "The study of government and civics equips students to understand the nature of government and the unique characteristics of American representative democracy, including its fundamental principles, structure, and the role of citizens ..." Kentucky's Academic Expectations for social studies Standard 2.14 is "Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations." Standard 2.15 addresses "rights and responsibilities of citizens in a democracy." Learning Goal 4 supports community service as a vehicle to help students become "responsible members of a family, work group, or community."

The Combined Curriculum Document (CCD) is a resource created by the Kentucky Department of Education to show the connection between the Academic Expectations (what students should know and be able to do as a result of their school experience), the Program of Studies (the minimum required content standards students shall be taught to meet the high school graduation requirements), and the Core Content for Assessment Version 4.1 (the content that is appropriate to be included on the state assessment).

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"Transformations" is a comprehensive guide containing teaching and assessment models, strategies to link learning to real-life situations and across content areas, and processes for local curriculum teams to design curriculum. The Kentucky Department of Education also publishes an Implementation Manual for the Program of Studies, which includes social studies.

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Louisiana The Louisiana Content Standards Task Force identified five "foundation skills" that "should apply to all students in all disciplines." The 5th is citizenship: "The application of the understanding of the ideals, rights, and responsibilities of active participation in a democratic republic that includes working respectfully and productively together for the benefit of the individual and the community;

The Louisiana Department of Education provides the Louisiana Comprehensive Curriculum to every district in the state. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning.

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being accountable for one's choices and actions and understanding their impact on oneself and others; knowing one's civil, constitutional, and statutory rights; and mentoring others to be productive citizens and lifelong learners." The citizenship and government standard is "Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship." There are benchmarks for K-4, 5-8 and 9-12. (LAC 28:CXXI)

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Maine "The Learning Results identify the knowledge and skills essential to prepare Maine students for work, for higher education, for citizenship, and for personal fulfillment" (State of Maine Learning Results). The Learning Results Guiding Principles indicate that each student should develop as "a responsible and involved citizen [who] recognizes the power of personal participation to affect the community and demonstrates participation skills." (State of Maine Learning Results)

"Students will learn the constitutional principles and the democratic foundations of national, state, and local systems and institutions. Further, students will learn how to exercise the rights and responsibilities of participation in civic life and to analyze and evaluate public policies. This understanding entails insight into political power, how it is distributed and expressed, the types and purposes of governments, and their relationships with the governed. Political relationships among the United States and other nations are also included in this content area." (Maine Civics and Government Standards)

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One of the goals for students included in the Guiding Principles for the Maine Learning Results: Parameters for Essential Instruction is that each student must leave school as "a responsible and involved citizen." "The revised Learning Results: Parameters for Essential Instruction reflect the knowledge and skills essential for college, career, and citizenship in the 21st century." (Maine Learning Standards and Guidelines)

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Maryland The political science standard reads: "Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on democratic skills and attitudes necessary to become responsible citizens." (COMAR 13A.04.08.01)

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Based on the content standards, the Voluntary State Curriculum was developed for K-8, Government and US History.

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Massachusetts Standards contained in curriculum frameworks. The commissioner of education is directed to develop academic standards for core subjects including history and social science. ... "The standards shall provide for instruction in at least the major principles of the Declaration of Independence, the United States Constitution, and the Federalist Papers." (ALM GL ch. 69, § 1D)

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History and Social Science Curriculum Framework includes civics and government content and skill benchmarks for each grade K-7. There are benchmarks for a 12th-grade, elective course in American Government, including those under the heading, "Roles of Citizens in the United States."

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Michigan The social studies standards are included in the Social Studies Curriculum Framework. The Vision Statement describes social studies as "the integrated study of the social sciences to prepare young people to become responsible citizens" and defines responsible citizenship according to each of the content strands in the Social Studies Curriculum Framework.

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The Social Studies Curriculum Framework includes strands on Civic Perspective, Public Discourse and Decision Making, and Citizen Involvement. The "Civic Perspective" strand includes "purposes of government," "ideals of American democracy," "democracy in action," etc. The "Public Discourse and Decision Making" strand includes "identifying and analyzing issues" and "persuasive writing." (Michigan Curriculum Framework)

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Minnesota Social studies, including history, geography, economics, and government and citizenship, is one of the subject areas with required academic standards for state accountability. (Minn. Stat. §120B.021)

Minnesota's Social Studies Standards feature a strand dedicated to Government and Citizenship. The strand includes the following sub-strands: "Civic values, skills, rights and responsibilities;" "Beliefs and Principles of United States Democracy;" "Roots of the Republic;" and "Governmental Institutions

The Social Studies Alignment Form assists districts to build their own framework using the Minnesota Social Studies Standards and corresponding Benchmarks. The form includes empty columns for Curriculum and Assessments to be completed by districts. (Minnesota Department of Education Social Studies Web page)

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and Processes of the United States." (Minnesota Social Studies Standards)

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Mississippi Standards are implied in the Mississippi Social Studies Framework and Guide.

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"The over-arching goal of the 2004 Mississippi Social Studies Framework and Guide is citizenship education in order to foster the development of life-long, responsible, accountable, global citizens in a democratic society." (Preface, p. 5)

Mississippi's social studies framework includes four competency strands (civics, history, geography, and economics), which are integrated in all courses within the K-12 curriculum. The scope of social studies curriculum begins narrowly and progresses from individuals, family, neighborhood, community, local, national, and international.

The curriculum includes several electives such as Problems in Democracy, Minority Studies, Community Service Learning, Personal Leadership, Local Culture, Law Related Education, and Local Resources Studies. Districts may also choose to design one or more courses as a "field experience." Elective courses are meant to emphasize "citizenship, academic subjects, skills, and values." (2004 Mississippi Social Studies Framework and Guide)

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Missouri Missouri's Show Me Standards include performance and content standards. Social studies standards include study of constitutional democracy; state and national history, economic concepts, geography, relationships between individuals and government institutions. (5 CSR 50-375)

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Missouri's Framework for Curriculum Development in Social Studies is organized around the Show Me Standards, five academic disciplines/perspectives and four fundamental questions, which relate to governance systems, individual and group interaction, events in this and other places, and the conditions of individuals and society.

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Montana Content Standard 2: "Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and

No

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to demonstrate civic responsibility." Standards include a four level rubric for assessing student proficiency. (Mont. Admin. R. 10.54.6020-6023)

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Nebraska "Social studies promotes civic competence through the integrated study of the social sciences and humanities. The primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world." Social studies standards are arranged around ten themes and include suggested course outline. (94 NAC 4)

Standards are organized by grades K-1, 2-4, 5-8 and 9-12 and include suggested Example Indicators. (92 NAC 10 Appendix D)

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"The mission of the social studies is to develop capable citizens who are empowered with knowledge, skills, and attitudes enabling them to make informed decisions in a culturally diverse and interdependent world." (Nebraska K-12 Social Studies Framework).

The Framework contains a strategic plan for social studies in Nebraska, social studies themes including "questions to articulate content and skills," and suggested activities. According to the Strategic Plan, "social studies develops responsible, active citizens in a democratic society."

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Nevada The Nevada State Social Studies Standards include History, Geography, Economics, and Civics. For grades 6 8 and 9 12, standards are "grade banded" to allow districts flexibility in curriculum. The standards encompass four Social Studies Skills, one of which is Civic Participation, which "includes the skills necessary to prepare students to be active, informed, and literate citizens. These skills are an integral part of the study of social studies and are taught as an integral part with the content standards." Civics content standards address Citizenship and the Law, The Federal System: U.S., State, and Local Governments, The Political Process and Global Relations. (Nevada State Social Studies Standards)

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The Nevada State Social Studies Standards include "a recommended scope and sequence to provide school districts and teachers with a framework that promotes the teaching of a well balanced social studies curriculum." (Nevada State Social Studies Standards)

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New Hampshire Standards are contained in the K-12 Social Studies Curriculum Framework, organized around five content strands which include curriculum standards. Strands are Civics,

The K-12 Social Studies Curriculum Framework is organized in three parts: themes, essential skills and content strands. Ten themes "serve as a way of finding

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Economics, Geography, New Hampshire and United States History, and World History and Contemporary Issues. (New Hampshire K-12 Social Studies Curriculum Framework)

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meaningful ways of addressing the standards and expectations and, perhaps more importantly, as a way of using the frameworks to encourage higher-order thinking." Examples of themes are Civic Ideals, Practices and Engagement; Individualism, Equality and Authority; and Patterns of Social and Political Interaction. Essential skills foster critical thinking and decision-making. Content strands include a statement of purpose, several curriculum standards and suggested grade level expectations for grades 2, 4, 6, 8 and 12. (New Hampshire K-12 Social Studies Curriculum Framework)

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New Jersey Revised social studies content standards were adopted in 2009, with implementation of revised curricula scheduled for September 1, 2012. There are three social studies standards: Standard 6.1 U.S. History: America in the World; Standard 6.2 World History/Global Studies; and Standard 6.3 Active Citizenship in the 21st Century. Standards now incorporate 21st Century skills. Each standard has four organizing strands, one of which is Civics, Government and Human Rights. (New Jersey Core Curriculum Content Standards for Social Studies)

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Curriculum framework is incorporated into the Social Studies Content Standards. There are three social studies standards: Standard 6.1 U.S. History: America in the World, Standard 6.2 World History/Global Studies, and Standard 6.3 Active Citizenship in the 21st Century. Standards now incorporate 21st century skills. Each standard has four organizing strands, one of which is Civics, Government and Human Rights. Content Statements elaborate by grade levels P, K-4, 5-8 and 9-12 the important content that should be included in the curriculum for each standard. Cumulative Progress Indicators list learning activities by content and grade span. (New Jersey Core Curriculum Content Standards for Social Studies)

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New Mexico "New Mexico content standards with benchmarks and performance standards for social studies are mandated for students in grades K-12." (6.29.11.6 NMAC)

The state board is required to adopt content and performance standards for grades one through twelve in social studies. (N.M. Stat. Ann. § 22-2C-3)

"Strand 3: Civics and government. Content

"The Social Studies Content Standards, Benchmarks and Performance Standards is a spiraling framework in the sense that many skills, once introduced, develop over time. While the Performance Standards are set forth at specific grade levels, they do not exist as isolated skills; each exists in relation to others and these Social Studies Standards are for all students." (New Mexico Social Studies Content Standards and Benchmarks:

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standard 3: Students demonstrate understanding of the ideals, rights and responsibilities of citizenship; demonstrate understanding of the content and history of the founding documents of the United States, with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels." (6.29.11.8 NMAC) The content standard has grade-span benchmarks (K-4, 5-8 and 9-12) and performance standards for each grade K-8, and for grades 9-12.

The standards are based on 5 "Guiding Principles" having to do with building skills over time; the importance of content from the humanities and social sciences; respect for individual differences, human and civil rights, and students' shared heritage; and the importance of formative and summative assessments. Guiding Principle 4 is "Social studies provides a setting and a frame of reference from which current events and public policy issues directly impact student interest and commitment to the study of social studies content." Standards focus on explaining, analyzing and evaluating, but do not support active citizenship outside the classroom. Guiding Principle 1, however, does state that "social studies can enhance job opportunities, encourage civic participation, and enrich private life after students complete high school." (New Mexico Social Studies Content Standards and Benchmarks: Introduction and Curriculum Framework)

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Introduction and Curriculum Framework)

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New York Learning Standards for Social Studies, Standard 5: Civics, Citizenship, and Government. "Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the U.S. Constitution; the basic civic

Learning Standards for Social Studies includes sample tasks teachers can use to teach the standards and course syllabi for all social studies courses, including a required 12th-grade "Participation in Government" course. (Social Studies Resources Guide with Core Curriculum)

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values of the American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation." (Social Studies Resources Guide with Core Curriculum) and (8NYCRR § 100.1)

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North Carolina The school board is directed to "develop a comprehensive plan to revise content standards and the standard course of study in the core academic areas of reading, writing, mathematics, science, history, geography, and civics." (§115C-12)

The North Carolina Standard Course of Study contains civics standards. Each grade level starts with a list of strands addressed and includes a series of "competency goals." Civic education is implemented in the third and tenth grades, and includes a strand addressing "government and active citizenship."

The tenth grade curriculum, entitled "Civics and Economics," puts forth a vision for students to "acquire the skills and knowledge necessary to become responsible and effective citizens in an interdependent world" and to operate as "informed decision-makers." Competency Goal 4 asserts that "the learner will explore active roles as a citizen at the local, state, and national levels of government." Competency Goal 10 indicates that "the learner will develop, defend, and evaluate positions on issues regarding the personal responsibility of citizens in the American constitutional democracy." (North Carolina Standard Course of Study)

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The Social Studies Standard Course of Study (effective 2003-04 school year) includes a recommended course sequence and competency goals at each grade level, aligned with the course sequence. The introduction supports the National Council for the Social Studies idea of "citizenship education as the primary purpose of K12 social studies" and argues that an effective program "prepares students to make decisions based on democratic principles" and "leads to citizen participation in public affairs." The Course of Study recommends citizenship courses in 3rd and 10th grades. American government is an elective course.

"The State Board (of Education) shall consider incorporating into the School-Based Management and Accountability Program a character and civic education component which may include a requirement for student councils." (N.C. Gen. Stat. §115C-105.35)

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North Dakota North Dakota has content and performance standards. Both contain 9 standards common across grades, and knowledge and skill benchmarks for each standard, at grades 4, 8 and 12. The performance standards describe

The Social Studies Content Standards include examples of activities that support the standards and benchmarks, but there is no instructional framework.

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four performance levels for each benchmark (novice, partially proficient, proficient and advanced proficiency). The content standards include the same standards and benchmarks, along with examples of specific knowledge that students must demonstrate to meet the standard, and examples of instructional activities that would help students meet the standards and benchmarks.

Performance Standard 5: "Students understand the role of the citizen in society." Benchmarks for Grades 9 12: "12.5.1 Understand the benefits and challenges of the rights of citizenship. 12.5.2 Understand the responsibilities of citizenship and the components of civic participation." (North Dakota Standards and Benchmarks, Performance Standards)

Content Standard 4 (Government and Citizenship): "Students understand the development, functions, and forms of various political institutions and the role of the citizen in government and society." (North Dakota Social Studies Content Standards)

Benchmark expectations for Content Standard 4 include: "Identify examples of good citizenship" (K.4.3); "Apply good citizenship" (1.4.1); "Identify the roles, rights, and responsibilities of a citizen in a community" (3.4.1); "Identify the roles, rights, and responsibilities of a citizen in North Dakota" (4.4.1); "Identify the roles, rights, and responsibilities of U.S. citizens in a democratic society" (5.4.1); "Compare the rights and responsibilities of citizens from a variety of countries" (7.4.1); "Explain the connections between the rights and responsibilities of citizenship" (8.4.1); and "Evaluate the rights and responsibilities of citizenship and civic participation." (9 12.4.6)

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Ohio Ohio Academic Content Standards for Social Studies include benchmarks and indicators for each standard. Benchmarks are provided

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for K-2, 3-5, 6-8, 9-10 and 11-12. Indicators are provided for each grade and there is one standard for each discipline area. Two of these are "Government" and "Citizenship Rights and Responsibilities." The citizenship standard is: "Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system." The government standard is: "Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare." (Academic Content Standards K-12 Social Studies)

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teachers in designing their curriculum. Professional development for social studies teachers includes a District Curriculum Alignment Tool for social studies. The Ohio High School Program Models for Social Studies "provide the framework for curricular decision-making at the local level. More specifically, program models provide rationales and course descriptions as well as clarity about course content and the sequencing of topics within the courses. They offer districts alternative ways to address the state's rigorous academic standards while at the same time providing effective tools for the development of essential workplace and citizenship skills, and preparing students for higher education."

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Oklahoma To qualify for a standard diploma, students must complete either the college preparatory/work ready curriculum or the core curriculum. College preparatory/work ready curriculum in social studies: "3 Units History and Citizenship Skills, including one unit of American History, one-half unit of Oklahoma History, one-half unit of United States Government and one unit from the subjects of History, Government, Geography, Economics, Civics, or non-Western culture and approved for college admission requirements." (Title 70 O.S. §11-1-3.6.B)

"In lieu of the requirements of the college preparatory/work ready curriculum for high school graduation, a student may enroll in the core curriculum for high school graduation, upon written approval of the parent or legal guardian of the student." Curriculum requirements: 3 Units or Sets of Competencies Social Studies: 1 United States History, 1/2 to 1 United States Government, 1/2 Oklahoma History, and 1/2 to 1 which may include, but are not limited to the

Oklahoma's social studies framework centers on a series of instructional themes which correlate with those identified by the National Council for the Social Studies. (Oklahoma Department of Education)

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following courses: World History, Geography, Economics, Anthropology, or other social studies courses with content and/or rigor equal to or above United States History, United States Government, and Oklahoma History. (Title 70 O.S. § 11-103.6.C)

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Oregon "The study of the social sciences (civics, economics, geography, and history) prepares students for responsible citizenship." The goal of the Oregon Civics and Government Standards is for students to "understand and apply knowledge about government and political systems, and the rights and responsibilities of citizens."

One standard is "Understand the participatory obligations of U.S. citizens." This is further described "Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives)." Another standard looks at personal and political rights of citizens: "Understand the roles, rights, and responsibilities of citizens in the United States."

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The state publishes a Social Sciences Grade-Level Map of Oregon's Common Curriculum Goals, Content Standards and Eligible Content and a 2-page tool called "Is Social Science Analysis Embedded in Daily Instruction?" but does not publish a curriculum framework that guides instruction at each level through sample lesson plans or instructional strategies. The grade-level map details the skills needed at each grade level to meet benchmarks 1, 2, and 3. These benchmarks correspond roughly to grades 5, 8 and 10. The Model Grade-level Map is not mandated. Districts and teachers may choose to use this map as is, adapt it, or select a different model entirely.

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Pennsylvania Academic Standards for Civics and Government (grades 3, 6, 9, 12) include Rights and Responsibilities of Citizenship: Civic Rights, Responsibilities and Duties; Relationship Between Rights and Responsibilities; Sources and Resolution of Conflicts; Political Leadership and Public Service; Ways Citizens Influence Decisions and Actions of Government; Consequences of Violating Rules and Law; and Competent and Responsible Citizen. (22 Pa. Code Part I, Subpt A, Ch 4, Appendix C)

A curriculum framework is part of the Standards Aligned System (SAS) which also includes assessments, resources, standards, interventions and instructional strategies for subject areas which include Civics and Government.

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Rhode Island Rhode Island "does not have social studies content standards that (in a general sense) cover the broad spectrum of social studies. "There are grade level standards K-12 for Civics & Government and Historical Perspectives/Rhode Island History. These Grade Span Expectations also include a curriculum framework. (R.I. Gen. Laws § 16-22-2) and ((Rhode Island Department of Education Web site "Frequently Asked Questions Regarding the Civics GSEs")

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Grade Span Expectations and Grade Level Expectations (GLE) exist for Civics and Government and Historical Perspectives/Rhode Island History. GLEs differentiate "performance on concepts, skills or content knowledge between adjacent grade levels, and as a set, lead to focused, coherent, and developmentally appropriate instruction without narrowing the curriculum." (Rhode Island Department of Education Web site, "Tri-State New England GLE definition, criteria, and prioritization question")

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South Carolina The State Board of Education is directed to adopt grade-specific, performance-oriented educational standards for the core academic areas which include social studies (history, government, economics and geography) for kindergarten through twelfth grade; and for grades nine through twelve specific academic standards have been adopted for the high school credit courses in social studies. (S.C. Code Ann. § 59-18-300)

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No. The state has adopted textbooks and documents showing correlations between standards and texts.

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South Dakota South Dakota Social Studies Content Standards specify grade-specific standards K-8 and grade-span standards grades 9-12. According to the Social Studies Content Standards document, the standards are to be used as a framework to assist student growth in skills which include "Responsible citizenship found in the Civics (Government) standards. ... The foundation of these state standards is designed to foster responsible decision making that benefits the local and tribal community, state, nation, and world. Responsible citizens are informed and active. They recognize their roles in connection with the world. ... One of the two Civics (Government) indicators emphasizes the importance of citizenship and civic literacy."

Social Studies Content Standards include performance descriptors which "bridge the content standards to assessments of the standards, provide information to teachers and students regarding student progress toward mastery of the standards, and specify targets for instruction and learning." (Social Studies Content Standards, Board Approved May 15, 2006, South Dakota Department of Education)

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Social Studies Goal #4 is "Students will understand the historical development and contemporary role of governmental power and authority." Indicators for this goal focus on "forms and purposes of government in relationship to the needs of individuals and societies," historical development of U.S. government, and constitutional rights and responsibilities. Civics standards exist for grades K-5 and 9-12. (Social Studies Content Standards, Board Approved May 15, 2006, South Dakota Department of Education)

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Tennessee Social Studies Curriculum Standards include process standards for all grades, content standards, learning expectations, benchmarks (which include three levels of student performance indicators to be documented through state assessment and three levels of student performance indicators to be assessed by the teacher), and "accomplishments," which are also performance indicators.

Standard Number 4 is Governance and Civics: "Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world."

"1. Grades K-8. The social studies program, provided annually, shall be based on state curriculum standards and shall be developmentally appropriate, with instruction focusing on experiences to enable students to learn about themselves and others in the community, state, nation and world. 2. Grades 9-12. The social studies curriculum shall consist of three units and shall include United States history, world history/world geography, economics, and government. The requirement may be met either by combining these subjects or by separate courses." (Rules of the State Board

The Social Studies Curriculum Standards include the Process Standards, Content Standards, Learning Expectations and Accomplishments necessary to insure that K-12 Tennessee students develop the social studies skills needed to succeed in school, in the workplace, and in their lives. (Tennessee Department of Education Web site, "Social Studies Preface")

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of Education: Rule 0520-01-03-.05)

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Texas Texas Essential Knowledge and Skills (TEKS) are grade-specific K-8 standards and course-specific standards for high school. Social Studies TEKS include grade-level content standards in history; geography; economics; government; citizenship; culture; science, technology and society; and social studies skills. (19 TAC Chapter 113)

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Texas Social Studies Framework notes that an understanding of social studies disciplines prepares students to assume productive, participatory lives as citizens. "All school subjects contribute to the development of citizens, but social studies is the one school subject that has citizenship education as its overarching goal."

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Utah " State core Curriculum (Core Curriculum) means those standards of learning that are essential for all Utah students, as well as the ideas, concepts, and skills that provide a foundation on which subsequent learning may be built, as established by the Board." (U.A.C.R277-700-2) Social studies is included in the Core Curriculum. Standards for the U.S. Government and Citizenship course include U.S. constitution, rights and privileges of individuals and groups, distribution of power and responsibilities of citizens.

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The Utah Core Curriculum includes Standards, Objectives and Indicators. "The Core Curriculum represents those standards of learning that are essential for all students. They are the ideas, concepts, and skills that provide a foundation on which subsequent learning may be built. The Core should be taught with respect for differences in learning styles, learning rates, and individual capabilities without losing sight of the common goals. Although the Core Curriculum standards are intended to occupy a major part of the school program, they are not the total curriculum of a level or course." (Utah State Office of Education, Secondary Core Curriculum 2002)

Course Description of U.S. Government and Civics: "The goal of this course is to foster informed, responsible participation in public life. Knowing how to be a good citizen is essential to the preservation and improvement of United States democracy. Upon completion of this course the student will understand the major ideas, protections, privileges, structures, and economic systems that affect the life of a citizen in the United States political system."

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Vermont Vermont's Framework of Standards and Learning Opportunities contain Civic/Social Responsibility Standards (4.1 4.6), as well as

Vermont's Framework of Standards and Learning Opportunities contains Vital Results which are the responsibility of teachers in all

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History and Social Science Standards, which include Citizenship (6.9 6.12).

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fields of knowledge and include Civic/Social Responsibility Standards. Under this, standards for Service are described "Learns by serving others, and participates in democratic processes." Also in the Framework are Fields of Knowledge which cover specific content areas and include Citizenship under History and Social Sciences Standards. Topic areas under Citizenship are Meaning of Citizenship, Types of Government, Institutional Access and Human Rights.

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Virginia History and Social Science Standards of Learning include civics standards for grades K-3, standards for a 7th grade Civics and Economics course and standards for the 12th grade course Virginia and U.S. Government. While there are no specific civics standards for Virginia Studies, United States History to 1877 and United States History to the Present, the importance of civics within those contexts is stressed in the introduction to the standards for those courses.

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The History and Social Science Standards of Learning Curriculum Framework expands/amplifies the History and Social Science Standards of Learning for grades K-12. It includes frameworks for civics instruction, history, and function of government. There are also Sample Scope and Sequence documents for each course/grade, which "provide examples showing how teachers and school divisions might present to students in a logical and effective manner information that has been aligned with the Standards of Learning."

The History and Social Science Enhanced Scope and Sequence includes the content of the Standards of Learning and the essential knowledge and skills from the Curriculum Framework. In addition, the Enhanced Scope and Sequence provides teachers with sample lesson plans that are aligned with the essential knowledge and skills in the Curriculum Framework.

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Washington Essential Academic Learning Requirements include one civics standard which applies to all grades K-12: The student understands and applies knowledge of government, law, politics, and the nation's fundamental documents to make decisions about local, national, and international issues and to

The Essential Academic Learning Requirements (EALR), i.e., standards, are accompanied by Components which more fully define and give more specific information about the EALR, and by Grade Level Expectations (GLE) which provide a grade-by-grade sequence of concepts,

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demonstrate thoughtful, participatory citizenship.

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regional areas and chronological periods based on the framework of the EALRs and their components. Also included are ties to the suggested unit of study and the applicable classroom-based assessment. For example, Standard for CIVICS: The student understands and applies knowledge of government, law, politics, and the nation's fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship. Component 1.4: Understands civic involvement. Grade Level Expectation for grade 11: Analyzes and evaluates ways of influencing local, state, and national governments to preserve individual rights and promote the common good. (Social Studies, Essential Academic Learning Requirements: A Recommended Grade-by-Grade Sequence for Grade Level Expectations Grades K-12)

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West Virginia The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. Social Studies standards are organized around five core disciplines, two of which are Citizenship and Civics, across grades. The Citizenship Standard is broken down into five-parts, one of which is "develop the participatory skills of interacting, monitoring and influencing that are essential for informed, effective and responsible citizenship, including participation in civic life to shape public policy." Each standard also includes performance descriptors at 5 levels: novice, partial mastery, mastery, above mastery and distinguished. (W. Va. CSR §126 Series 44D [WVBE Policy 2520.4])

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Teach 21 is the overarching concept of incorporating 21st Century Skills into content standards and objectives (CSOs).Teach21 Instructional Guide includes content standards and objectives, information on incorporating 21st Century Skills, performance standards, curriculum guides, learning plans, resources and other useful Web sites for teachers, and sample assessments. Social studies standards for citizenship and civics are addressed.

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Wisconsin 5 social studies content standards, include Political Science and Citizenship: Power,

The Department of Public Instruction publishes Planning Curriculum in Social

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Authority, Governance, and Responsibility, which aims to help students acquire the knowledge of political systems necessary for developing individual civic responsibility. Performance standards for grades 4, 8 and 12 that include participating in debate on public policy issues, mobilizing public opinion, various forms of civic action, finding and using information to understand an issue and taking a position, are included within the content standards.

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Studies. A primary purpose of this optional curriculum guide is to "help educators develop coherent social studies curriculum and programs that help students develop knowledge and understanding of the major ideas and concepts of the field of social studies and help students to become effective citizens." Included are a section on standards-led scope and sequence and a chapter on the Political Science and Citizenship standard.

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Wyoming Social Studies "Content and Performance standards are identified for grade spans K-4, 5-8 and 9-12 with benchmarks at grades 4, 8 and 11,"and include a standard on Citizenship, Government and Democracy. "Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority and governance." (Wyoming State Board of Education)

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No

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This database will be updated as we learn of policy changes. If you have comments about the information presented or the database, please contact Ann Rautio at [email protected] or 303.299.3606. Creation of this database was initially made possible through the support of the Center for Information & Research on Civic Learning and Engagement (CIRCLE) and the Carnegie Corporation of New York.

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Documents

Civics or Citizenship Education Standards and … as an integral element of good citizenship." The framework provides opportunities for student participation in school and community